Edgewood School

Inspection of Edgewood School Lingswood Park, Northampton, Northamptonshire NN3 8TA

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils come first at Edgewood School. Relationships between staff and pupils are strong. Staff get to know pupils well. They spend time identifying pupils’ likes and dislikes. They provide consistent kindness and care that enable pupils to thrive. In the past many pupils have had negative experiences of education in previous school settings. Now they are learning that school can be a safe and happy place.

p.2

What is it like to attend this school?

The school has high expectations for pupils. Over time, pupils have responded increasingly well to these expectations. Pupils’ behaviour has improved. When they become frustrated or upset, staff know the best ways to help them to overcome the difficulties they experience. As a result, pupils are more able to cope with the demands of the school day. Pupils understand that there are rules in school to keep everyone safe. They enjoy receiving rewards on ‘feel good Friday’, when staff acknowledge their hard work and the good choices they have made. Pupils respond well to the individualised approach the school takes to recognise their good behaviour. They are excited to earn tokens to save up for a favourite toy or a movie afternoon. Pupils are learning to be polite and supportive of one another. They are proud of their school. They know that each of them is an important part of the Edgewood School community.

p.2

better?

The school has established a positive and inviting learning environment for pupils. Each morning pupils are welcomed by their key worker. The day kicks off with a ‘ready to learn’ session when pupils practise prior learning. This helps them to settle quickly as the school day begins.

p.2

better?

Each pupil has an education, health and care (EHC) plan. The school has carefully designed a rich curriculum with pupils’ needs in mind. Key learning is clearly identified across a broad range of subjects. Staff check what pupils know and still need to learn. This information is used well to set well considered learning goals for pupils. Pupils’ personalised plans are detailed and provide relevant information for staff as they work with pupils.

p.2

better?

Typically, staff have strong subject knowledge. They effectively adapt the curriculum to engage pupils in their learning and to help them gain the knowledge and skills that have been prioritised. Often, pupils have visual or practical resources that help them to learn. On a few occasions, staff set pupils learning tasks that are not closely enough matched to their targets. For example, pupils repeat learning they have already acquired. This slows pupils’ readiness to move on to new learning.

p.2

better?

The school places reading at the heart of the curriculum. High-quality texts help pupils to make links across their learning. Staff ensure that pupils have plenty of time to listen to stories. Some pupils share ‘lift the flap’ books with staff, while others listen intently as their teacher reads. Pupils know that their school library is a special place and that books should be treated with care. 18 to 20 March 2025 Pupils engage well in dedicated reading sessions. Pupils at the earliest stages of reading participate in daily phonics lessons. Most staff deliver these lessons skilfully. However, the school has not ensured that some staff have the knowledge and expertise to teach the phonics programme as intended. As a result, not all of the staff who teach phonics are early reading experts. Nevertheless, pupils are learning to read well.

p.2

better?

The school’s personal development offer supports pupils to reach their potential. Pupils develop independence and learn to manage their emotions so that they can have positive relationships with others. They learn key life skills such as tying their shoelaces, brushing their teeth, cooking and how to stay safe and healthy. They go swimming, visit a local park and have yoga sessions. Pupils are aspirational for their futures. They receive appropriate support to think about the careers they may have. While pupils are well prepared for their future lives, they have limited opportunities to learn about different religions. They do not develop an understanding of the reasons why they should show respect for those who may have different beliefs.

p.3

better?

Leaders and the proprietor have a clear vision for the school that is well on its way to being realised. The proprietor has taken an active role in school improvement. They closely monitor the school to ensure that the independent school standards (the standards) are met consistently. They fulfil their duties under the Equality Act 2010. The school has worked tirelessly to ensure that staff have the skills they need to meet pupils’ complex needs. Staff appreciate the support they receive for their well-being and workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

 The school has not ensured that some staff have to the knowledge and expertise to deliver the phonics programme. As a result, pupils do not acquire a knowledge of the phonics code and learn to read as quickly as they could. The school should ensure that staff have the knowledge and skill they need to effectively teach those pupils in the earliest stages of learning to read.  Infrequently, staff do not provide pupils with work that is matched to the learning goals that have been identified for them. This means that there are occasions when pupils do not complete tasks that help them to progress to the next steps in their learning. The school should make sure staff have the knowledge to ensure that all activities provided for pupils support them to meet their academic targets.  The school has not ensured that pupils have opportunities to learn about faiths different to their own. As a result, pupils do not have the knowledge they need to

p.3

(Information for the school and proprietor)

engage effectively in this aspect of life in modern Britain. The school should ensure that pupils have opportunities to develop a greater understanding of world religions. 18 to 20 March 2025

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 18 to 20 March 2025

p.4

School details

Unique reference number 150258 DfE registration number 941/6001

p.5

School details

Inspection number 10342220 Type of school Other independent special school

p.5

School details

Email address edgewood.info@senadgroup.com

p.5

School details

Date of previous inspection Not previously inspected 18 to 20 March 2025

p.5

Information about this school

 The school is an independent special school operated by The SENAD Group Limited. The school was registered by the Department for Education in November 2023. This is the school’s first standard inspection.  The school is based at Lingswood Park, Northampton, Northamptonshire NN3 8TA.  The school is registered for up to 26 pupils aged seven to 16 years old. There are currently 12 pupils on roll. The school specialises in autism and provides education for pupils with moderate to severe learning difficulties and communication and behaviour difficulties. All pupils have an EHC plan.  The school does not use alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, deputy headteacher and a representative of the proprietary body.  Inspectors carried out deep dives in reading, mathematics and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors discussed with leaders how they adapt their curriculum for the needs of the pupils at the school. The lead inspector listened to pupils reading to a familiar adult.  The lead inspector toured the school site to gather evidence about compliance

p.6

Information about this inspection

with the standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of the school, staff and pupils; and considered the extent to which the school has created an open and honest culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and at lunchtime. Inspectors spoke with some pupils about their experiences of school life. 18 to 20 March 2025  There were no responses to the Ofsted survey for parents and staff. Inspectors met with parents at the start and end of the school day. They held a meeting with representatives of the staff to consider their views.

p.6

Inspection team

Caroline Poole, lead inspector His Majesty’s Inspector

p.7

Inspection team

Dawn Ashbolt Ofsted Inspector 18 to 20 March 2025 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8